ABC Storybook ActivitiesBy Danielle MaleckiED 401 Fall 2010
A. Anticipation Activities: Objectives: Students will be able to...-discuss their feelings about siblings and peers.-predict what will happen in a story given minimal information. 1A. Feelings Brainstorm (Vocabulary):
Standards: L.4.4c Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
During this activity students will be brainstorming different feelings that they have about their siblings or close relatives, etc. Students will be given the chance to use the program Kidspiration and create a graphic organizer sharing different feelings they have towards their siblings by using words or clip art. This activity will prepare students for reading the book because Peter has many different feelings towards Fudge and vice versa. This will also give students a chance to compare and contrast the feelings that Fudge and Peter have for each other along with how they feel about their siblings.
2A. Book Preview (Comprehension):
Standards: RL.4.1 Key Ideas and Details Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
During this activity students will listen to Peter talk about the book to them. He will then ask questions about the book and what the students think is going to happen. Students are asked to predict from looking at the book and listening to a summary of the story. They can also use what they already know about siblings to answer the questions and give them more ideas about what story may be about. Students will write down their answers to the questions and turn them in for later discussion as a whole class. 3A. Think Pair/Share (Vocabulary and Comprehension): Standards:RL.4.2 Key Ideas and DetailsDetermine a theme of a story, drama, or poem from details in the text; summarize the text. At this point students would be able to go back to the questions answered from the Blabberize activity and talk about their answers with a partner and discuss any differences or similarities there were between them. Both students will then form their own answers as a partnership based upon their original answers. The teacher will put each question on the board and then ask each partnership to share their answers with the rest of the class. They will also be asked to give a reason with how they determined their answer. Anticipation Assessment: In the anticipation section of the unit students will be assessed on the material turned in from each activity. The teacher would check for completion along with logical thinking.The students will also be assessed during discussion of their predictions. The teacher will be looking for logical answers compared to what students already know about a book. The students will also be assessed on the web of feelings they create. B. Building Knowledge Activities: Objectives: Students will be able to...-use prior knowledge to make connections to the story.-analyze a character from a story in full detail making sure to go back to specific page numbers 1B.K-W-L Chart (Vocabulary and Comprehension):
Standards: R.L. 4.3 Key Ideas and Detail Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). W.4.7 Research to Build and Present Knowledge Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
This activity would be used before the book is read and also throughout the reading of the book. Students will use their own charts on Kidspiration and write in the outline what they already know about the fourth grade and what they would like to know. After reading each chapter students will be able to fill in what they learned from the book. Students can also go back to this chart and make changes to it or compare what they think about fourth grade to what Peter thought about fourth grade. 2B. Guided Pair Reading (Fluency and Comprehension):
Standards: RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
RFS.4.4a&c Fluency Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Students will be in pairs and everyday will work on reading part of the book to each other. During this time the teacher will come around and make fluency checks to see how the students are reading and if the text is too difficult or too easy for a student. The students will also be asked to write down different aspects and parts of the book that caught their attention and answer a couple questions together about that chapter.
3B. Character Analysis (Comprehension and Vocabulary):
Standards: RL.4.3 Key Ideas and Details Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
In this activity students are using what they read in the book to help them develop a character analysis chart. The students choose a character of their liking and are asked to describe a few of their actions and then from those action determine two traits about that person. This relates back to our feelings diagram from earlier on in the lesson.The students are also asked to go back to the actual text and cite where they found the information about a certain character with page number included. This gets students prepared for research projects they will do in the future and getting used to citing.
Building Knowledge Assessment: In the building knowledge section of this lesson, students will be assessed on the work handed in to the teacher for a grade. Students will also be informally assessed as the teacher walks around while students are in pairs to do fluency checks. All of these activities will help students be better acquainted with the text they have read and can make connections to their own life. The teacher will be checking informally to see if students made connections to their lives within this section of the lesson.
C. Consolidation Activities: Objectives: Students will be able to...-explain which of their predictions were correct.-compare and contrast the book read in class to other Judy Blume books. 1C. Predictor Check (Comprehension):
Standards: RL.4.2 Key Ideas and Details Determine a theme of a story, drama, or poem from details in the text; summarize the text.
This activity will be ongoing throughout the entire book. The students will have a list of their predictions that they made before beginning to read the book. As the students read they will highlight their predictions that were correct. At the end of the book there will be a discussion on why predictions do not always come true and which of their predictions did come true. If there predictions were not directly talked about or can be inferred that will be discussed as well.
2C. Synonyms/Antonyms (Phonics):
Standards: RFS.4.3 Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
In this activity students will be practicing synonyms and antonyms. The synonyms and antonyms given relate back to the feelings activities the students worked on in the first two sections of the lesson. Students choose from the list of given words and need to match some synonyms and some antonyms. Multiples of some words are given. This activity is one that requires a bit of higher thinking and making sure that each word has an appropriate match, either a synonym or antonym. The activity will better develop the student's understanding of synonyms and antonyms while working on their phonemic awareness.
3C. Other Judy Blume Books (Fluency and Comprehension):
Standards: RL.4.9 Integration of Knowledge and Ideas Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
RL.4.2 Key Ideas and Details Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Students will use the Shelfari website to look at other Judy Blume books including other books about Peter and Fudge. They will read different summaries about the books. From those summaries students will answer questions about what they think each book is about and how they could compare that book to the book read in class. Students will also write down one or two of the books they would be interested in reading and give their reasoning.
Consolidation Assessment: In the consolidation section of this lesson, students will be assessed by how they put things together and bridge all connections from the story and their own lives. Students will be turning in all written work to the teacher for a grade. Students will also be informally assessed by the discussions that will take place during class. Students will also be checked on their understanding of antonyms and synonyms, hopefully better developing their skills in determining the difference between the two and picking out pairs of each.
ABC Storybook ActivitiesBy Danielle MaleckiED 401 Fall 2010
A. Anticipation Activities:
Objectives: Students will be able to...-discuss their feelings about siblings and peers.-predict what will happen in a story given minimal information.
1A. Feelings Brainstorm (Vocabulary):
Standards:
L.4.4c Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
During this activity students will be brainstorming different feelings that they have about their siblings or close relatives, etc. Students will be given the chance to use the program Kidspiration and create a graphic organizer sharing different feelings they have towards their siblings by using words or clip art. This activity will prepare students for reading the book because Peter has many different feelings towards Fudge and vice versa. This will also give students a chance to compare and contrast the feelings that Fudge and Peter have for each other along with how they feel about their siblings.
2A. Book Preview (Comprehension):
Standards:
RL.4.1 Key Ideas and Details
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
During this activity students will listen to Peter talk about the book to them. He will then ask questions about the book and what the students think is going to happen. Students are asked to predict from looking at the book and listening to a summary of the story. They can also use what they already know about siblings to answer the questions and give them more ideas about what story may be about. Students will write down their answers to the questions and turn them in for later discussion as a whole class.
3A. Think Pair/Share (Vocabulary and Comprehension):
Standards:RL.4.2 Key Ideas and DetailsDetermine a theme of a story, drama, or poem from details in the text; summarize the text.
At this point students would be able to go back to the questions answered from the Blabberize activity and talk about their answers with a partner and discuss any differences or similarities there were between them. Both students will then form their own answers as a partnership based upon their original answers. The teacher will put each question on the board and then ask each partnership to share their answers with the rest of the class. They will also be asked to give a reason with how they determined their answer.
Anticipation Assessment:
In the anticipation section of the unit students will be assessed on the material turned in from each activity. The teacher would check for completion along with logical thinking.The students will also be assessed during discussion of their predictions. The teacher will be looking for logical answers compared to what students already know about a book. The students will also be assessed on the web of feelings they create.
B. Building Knowledge Activities:
Objectives: Students will be able to...-use prior knowledge to make connections to the story.-analyze a character from a story in full detail making sure to go back to specific page numbers
1B.K-W-L Chart (Vocabulary and Comprehension):
Standards:
R.L. 4.3 Key Ideas and Detail
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
W.4.7 Research to Build and Present Knowledge
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
This activity would be used before the book is read and also throughout the reading of the book. Students will use their own charts on Kidspiration and write in the outline what they already know about the fourth grade and what they would like to know. After reading each chapter students will be able to fill in what they learned from the book. Students can also go back to this chart and make changes to it or compare what they think about fourth grade to what Peter thought about fourth grade.
2B. Guided Pair Reading (Fluency and Comprehension):
Standards:
RL.4.9
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
RFS.4.4a&c Fluency
Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Students will be in pairs and everyday will work on reading part of the book to each other. During this time the teacher will come around and make fluency checks to see how the students are reading and if the text is too difficult or too easy for a student. The students will also be asked to write down different aspects and parts of the book that caught their attention and answer a couple questions together about that chapter.
3B. Character Analysis (Comprehension and Vocabulary):
Standards:
RL.4.3 Key Ideas and Details
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
In this activity students are using what they read in the book to help them develop a character analysis chart. The students choose a character of their liking and are asked to describe a few of their actions and then from those action determine two traits about that person. This relates back to our feelings diagram from earlier on in the lesson.The students are also asked to go back to the actual text and cite where they found the information about a certain character with page number included. This gets students prepared for research projects they will do in the future and getting used to citing.
Building Knowledge Assessment:
In the building knowledge section of this lesson, students will be assessed on the work handed in to the teacher for a grade. Students will also be informally assessed as the teacher walks around while students are in pairs to do fluency checks. All of these activities will help students be better acquainted with the text they have read and can make connections to their own life. The teacher will be checking informally to see if students made connections to their lives within this section of the lesson.
C. Consolidation Activities:
Objectives: Students will be able to...-explain which of their predictions were correct.-compare and contrast the book read in class to other Judy Blume books.
1C. Predictor Check (Comprehension):
Standards:
RL.4.2 Key Ideas and Details
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
This activity will be ongoing throughout the entire book. The students will have a list of their predictions that they made before beginning to read the book. As the students read they will highlight their predictions that were correct. At the end of the book there will be a discussion on why predictions do not always come true and which of their predictions did come true. If there predictions were not directly talked about or can be inferred that will be discussed as well.
2C. Synonyms/Antonyms (Phonics):
Standards:
RFS.4.3 Phonics and Word Recognition
Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
In this activity students will be practicing synonyms and antonyms. The synonyms and antonyms given relate back to the feelings activities the students worked on in the first two sections of the lesson. Students choose from the list of given words and need to match some synonyms and some antonyms. Multiples of some words are given. This activity is one that requires a bit of higher thinking and making sure that each word has an appropriate match, either a synonym or antonym. The activity will better develop the student's understanding of synonyms and antonyms while working on their phonemic awareness.
3C. Other Judy Blume Books (Fluency and Comprehension):
Standards:
RL.4.9 Integration of Knowledge and Ideas
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
RL.4.2 Key Ideas and Details
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Students will use the Shelfari website to look at other Judy Blume books including other books about Peter and Fudge. They will read different summaries about the books. From those summaries students will answer questions about what they think each book is about and how they could compare that book to the book read in class. Students will also write down one or two of the books they would be interested in reading and give their reasoning.
Consolidation Assessment:
In the consolidation section of this lesson, students will be assessed by how they put things together and bridge all connections from the story and their own lives. Students will be turning in all written work to the teacher for a grade. Students will also be informally assessed by the discussions that will take place during class. Students will also be checked on their understanding of antonyms and synonyms, hopefully better developing their skills in determining the difference between the two and picking out pairs of each.